Lesson 5: Our Class System in Action
Children bring their belonging picture, learning agreement, help chain and care routine together, then test whether a new learner could use the system.
Ngā Whāinga Akoranga — Learning Intentions
WALT: I can show how people, roles and routines work together in our class.
WILF: I can use evidence from our four class tools, explain one connection, and suggest one change after a practical test.
Kaupapa | Central idea
A useful system can be followed, tested and improved by the people in it.
The class is not successful because its poster looks finished; it succeeds when people can belong, learn, find help and care for the shared place.
Te Whakatakotoranga | Run of show
Tirohanga Whānui | What this lesson is doing
Showcases can reward confident speakers and polished displays while hiding whether learning transfers. This capstone uses four artefacts made during the unit and puts them under pressure. Children may demonstrate, arrange, draw, narrate, use AAC or direct figures. The class makes one evidence-based revision before sharing anything. The audience is chosen for a learning purpose, and no child must perform, appear in a photograph or disclose a private learner record.
You’ll need
- The class belonging picture, three learning agreements, one verified help chain and the trialled care routine from Lessons 1–4.
- Large paper or a floor space, string or drawn arrows, removable labels: people, purpose, relationships, roles, routines, place and materials.
- Four scenario cards and figures or objects for children who prefer not to role-play.
Assessment stance
Collect evidence across the lesson. A child who notices a missing cue, points to the correct role, repairs a scenario or arranges a connection demonstrates systems understanding without giving a formal explanation.
Do Now — Four pieces, one class 6 min
What it is: Retrieving the unit’s evidence without turning recall into a vocabulary test.
Run it
- Place and remember (6 min): Put the four artefacts in different parts of the room. Children move, point or send a partner to the one that answers each prompt: “Where did we show belonging? Where did we agree how to learn together? Where can we find help? Where did we care for a place?” Briefly retell one action from each.
Act 1 — Build the system map 10 min
What it is: Making relationships between the artefacts visible rather than displaying four disconnected products.
Run it
- Set the purpose (2 min): In the centre write: “Everyone can belong and learn.” Ask whether the class wants to refine those words.
- Connect evidence (8 min): Place each artefact around the purpose. Children add arrows and complete oral or scribed links: “This helps because…”, “This needs…”, “If this is missing…”. Keep a connection only if the class can point to evidence or demonstrate it.
Act 2 — Test with real scenarios 12 min
What it is: Finding out whether the class system guides action when something changes.
Run it
- Choose a scenario (2 min): Use one or more: a new learner arrives; a learner wants help in a different way; a shared tool cannot be found; the care routine stops halfway.
- Run the system (7 min): Groups use figures, a freeze-frame or narrated actions to show what happens. They must use at least two artefacts. Pause and let observers identify the relationship, role or routine being used.
- Find friction (3 min): Ask the person representing the new or affected learner: “Was the next step clear? Did you have a real choice? What was hard?” Treat the answer as design evidence, not criticism of the performer.
Act 3 — Make it clear for someone new 9 min
What it is: Turning insider knowledge into an accessible welcome explanation.
Run it
- Create one guide (9 min): Groups make a single panel for a class guide: How we welcome, How we learn together, How we find help or How we care for our place. Use a photo of the artefact without children, a child-drawn symbol, two spoken sentences recorded locally, or a short scribed explanation. Include a choice or alternative pathway, not only the usual routine.
Synthesise — Feedback and one revision 5 min
What it is: Closing the improvement loop before any audience sees the guide.
Run it
- Two responses (5 min): Partners give one “I can follow…” and one “I still wonder…”. Each group makes one visible revision. If the feedback reveals a local-procedure question, mark it for adult checking rather than inventing an answer.
Exit — My contribution 3 min
What it is: Naming contribution without ranking children or requiring public performance.
Run it
- Choose (3 min): Children complete privately or aloud: “Our class system worked better when I…” Offer choices: noticed, asked, listened, arranged, explained, tried, repaired, checked or helped change the plan.
Taku Wāhanga | My part in our class system
Ingoa / Name: ____________________ Akomanga / Class: ____________________
belonging · agreement · help chain · care routine
Draw a line between two parts that work together. Tell or write why.
Aromatawai | What to notice
- Emerging: identifies a person, place or familiar routine connected to one situation.
- Developing: connects a need to a role or routine and demonstrates a safe first action.
- Secure in this context: explains or shows how two system parts affect one another and uses test evidence to suggest a change.
- Transfer: applies the same reasoning to a different class, playground or learning context without assuming its routines are identical.
Record the mode of evidence—gesture, arrangement, speech, drawing, AAC, role-play or scribed explanation—so communication preference is not mistaken for conceptual level.
Ngā Huarahi Ako | Differentiation
Tautoko / Support
- Use two artefacts and one scenario. Provide first/then cards and let a familiar peer narrate a child’s arrangement with confirmation.
- Offer a no-audience option. The teacher can document understanding during play or arrangement.
Toitoi / Extension
- Introduce a change such as a closed space or absent role. Redesign the pathway while preserving belonging, choice and care.
Te reo Māori
- Kupu in context: pūnaha (system), hononga (connection), mahi tahi (work together), whakapai ake (improve).
Mātauranga Māori | Kotahitanga is not sameness
Kotahitanga should not be used to demand that everyone act, speak or agree in one way. Collective purpose is stronger when different contributions remain visible and the system can change in response to people. The capstone therefore rewards connection, feedback and repair rather than uniform performance. Local whānau and mana whenua should shape how collective responsibility is named and enacted in your kura.
Hononga Marautanga | Curriculum
Te Mātaiaho (2025) · Social Sciences · Phase 1 · statement id 50759Building relationships is important to help people work well together.
The capstone tests relationships as working connections among belonging, help, shared agreements and care. Children use feedback from a person moving through the system to improve one connection, showing that relationships are built through responsive action.
Sources and checking
- Curriculum quotation: statement 50759 is pasted byte-faithfully from the canonical active curriculum corpus.
- Audience and media: follow current school permission and privacy processes before recording or sharing. The capstone can remain entirely within the class.
- Local procedure: any help or safety pathway raised in testing is checked by an adult before it enters the class guide.